OUTCOME-BASED EDUCATION
UMS Basic Course for Teaching and Learning Series 1/2026
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Dayang Nurfatihah_Individual End-Term Students Learning Reflection Journal.pdfEND-TERM LEARNING REFLECTION AND JOURNAL_BIBINORSAHILLA.pdfTHREE-MINUTE REFLECTION:
What can you reflect on those two students' learning reflection journals?
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Outcome-Based Education (OBE) emphasizes that students should be able to demonstrate their learning outcomes, rather than simply completing a set of courses or acquiring a certain set of skills. Learning outcomes are defined in advance and serve as the basis for designing curricula, instruction, and assessment. The ultimate goal of OBE is to equip students with the skills and knowledge they need to succeed in their lives beyond class, whether that means continuing their education, entering the workforce, or becoming active and engaged citizens. OBE shifts the focus of education from the acquisition of knowledge to the demonstration of learning.
WHY OUTCOME-BASED EDUCATION?
LEARNING OUTCOMES:
At the end of this module, participants are able:
To explain correctly the concept and importance of Outcome-Based Education (OBE) system in higher education to their colleagues and students.
FACILITATOR:
ASSOC. PROF. TS. DR.
MOHD KAMARUDDIN BIN ABD HAMID
Associate Professor
Chemical Engineering Programme
Deputy Dean (Academic & International)
Engineering Education Coordinator
Faculty of Engineering
e-Learning Coordinator
Universiti Malaysia Sabah
Jalan UMS, 88400 Kota Kinabalu, Sabah, MALAYSIA.
Professional Technologist (P.Tech.)
Malaysia Board of Technologists
Member of Evaluation Panel (Engineering & Technology)
Malaysian Qualifications Agency (MQA)
Certified Energy Manager (CEM)
ASEAN Energy Management Accreditation Scheme (AEMAS)
Email: kamaruddinhamid@ums.edu.my
ENERGY-EFFICIENT PROCESS DESIGN AND ANALYSES | PROCESS MODELING, SIMULATION AND CONTROL | OUTCOME-BASED EDUCATION | ENGINEERING EDUCATION | ACTIVE LEARNING | COOPERATIVE LEARNING | PROBLEM-BASED LEARNING | BLENDED LEARNING | ONLINE LEARNING
With over 20 years of experience in engineering education, Dr. Mohd Kamaruddin Abd Hamid is a highly accomplished professional. He is adept at delivering engaging lectures in both traditional and online settings and excels in utilizing a range of teaching and learning strategies to promote effective and immersive learning experiences. Dr. Kamaruddin specializes in developing outcome-based education (OBE) chemical engineering courses and incorporates active learning activities to tailor teaching methods to meet individual student learning needs. His extensive background in chemical engineering, particularly in process control, design, modeling, and simulation, enables him to conduct research and feasibility studies to promote energy-efficient chemical processes.
Dr. Kamaruddin remains current with the latest principles governing engineering education, regularly engaging with other engineering education professionals to provide the most enriching and rewarding learning experience possible for his students. He currently serves as the Deputy Dean of the Engineering Faculty at Universiti Malaysia Sabah, where he works closely with the Dean to provide strategic leadership and direction in achieving the faculty's teaching, learning, and internationalization objectives.
In recognition of his excellent teaching skills and expertise, Dr. Kamaruddin has received several Gold Medals in international teaching and learning competitions in 2022. These include the International University Carnival on E-Learning (IUCEL 2022), the International e-Content Development Competition 2022 (eCONDEV 2022), and the International Putra InnoCreative Carnival in Teaching and Learning 2022 (i-PicTL2022).
Click here to view my details profile: sites.google.com/ums.edu.my/drmkah
SURVEY
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EDUCATION BY PLATO
Plato, one of the most influential philosophers in history, believed that education was crucial for the development of a just and virtuous society. In his famous work "The Republic," Plato proposed his views on education. According to Plato, education is the process of developing the knowledge, skills, and character necessary for a person to live a good life. He believed that education should focus on developing a person's rational and moral capacities. Plato argued that education should start at an early age and continue throughout a person's life. He believed that the education system should be designed to create well-rounded individuals who have the knowledge and skills necessary to lead fulfilling lives.
In his ideal education system, Plato proposed a curriculum that included music, mathematics, physical education, and philosophy. He believed that these subjects would help students develop their rational and moral capacities and prepare them to become virtuous members of society. Overall, Plato viewed education as a fundamental tool for creating a just and virtuous society, and he believed that a well-designed education system was essential for achieving this goal.
EDUCATION BY SOCRATES
Socrates was a famous Greek philosopher who lived in Athens around 470 BCE to 399 BCE. He did not leave any written works of his own, but his philosophy and teachings were recorded by his students, especially by his most famous student, Plato.
Socrates believed that education was a process of questioning and inquiry that allowed individuals to discover the truth about the world and themselves. He believed that knowledge could not be simply imparted from teacher to student, but had to be discovered through a process of critical thinking and self-reflection. According to Socrates, the purpose of education was not simply to acquire knowledge, but to develop one's own understanding and wisdom. He believed that true knowledge was not a matter of memorizing facts, but of understanding the underlying principles and concepts that govern the world.
Socrates is famous for his method of questioning, known as the Socratic method, which involves a series of questions and answers that are designed to help individuals clarify their thinking and arrive at a deeper understanding of a subject. Socrates believed that this process of questioning and inquiry was essential for developing critical thinking skills and for arriving at the truth.
EDUCATION BY ARISTOTLE
Aristotle was a Greek philosopher and scientist who lived in Athens from 384 BCE to 322 BCE. He was a student of Plato and a teacher of Alexander the Great. Aristotle believed that education was a lifelong process that involved the development of moral and intellectual virtues.
According to Aristotle, education was the process of developing the faculties of the human mind and body. He believed that the goal of education was to help individuals realize their full potential and become virtuous members of society. In his view, education was not simply about acquiring knowledge, but about developing the ability to think critically, to reason logically, and to apply knowledge in practical ways.
Aristotle believed that education should be tailored to the individual needs and abilities of each student. He advocated for a curriculum that included a broad range of subjects, including mathematics, science, literature, music, and physical education. He also emphasized the importance of experiential learning, believing that students should engage in hands-on activities to deepen their understanding of the world. For Aristotle, education was not just a means to personal fulfillment, but also a way to contribute to the greater good of society. He believed that educated individuals had a responsibility to use their knowledge and skills to promote the common good and to help create a just and harmonious society.
EDUCATION BY JOHN DEWEY
John Dewey was an American philosopher, psychologist, and educator who lived from 1859 to 1952. He was a leading figure in the progressive education movement, which emphasized the importance of a student-centered approach to learning.
According to Dewey, education was not simply about transmitting knowledge from teacher to student, but about preparing individuals for active participation in democratic society. He believed that education should be a process of inquiry and problem-solving, in which students were encouraged to think critically and to apply their learning to real-world situations. Dewey believed that the purpose of education was to help individuals develop their full potential as human beings. He advocated for a holistic approach to education that integrated intellectual, emotional, and social development. In his view, education was not just about acquiring knowledge, but about developing the skills and attitudes needed to become responsible and engaged members of society.
Dewey emphasized the importance of experiential learning, believing that students should be actively involved in the learning process and should be encouraged to learn from their own experiences. He also believed that education should be relevant to students' lives and should be connected to the world beyond the classroom. Overall, Dewey saw education as a means of fostering social and cultural progress, and as a way to create a more just and equitable society. He believed that education had the power to transform individuals and society, and that it was essential for building a better future for all.
EDUCATION BY SYED QUTB
Syed Qutb was an Egyptian author, thinker, and Islamic theorist who lived from 1906 to 1966. He wrote extensively on a range of topics, including education. In his view, education is a process of developing a person's potential and talents, and providing them with the tools and knowledge to achieve their goals and fulfill their responsibilities.
According to Qutb, education is not just about imparting knowledge and skills, but also about cultivating moral values, social responsibility, and a sense of purpose. He believed that education should promote critical thinking and independent inquiry, and encourage students to question received wisdom and challenge the status quo.
In his book "Islam and Education," Qutb argued that education should be grounded in a religious framework, and that Islamic values should guide the curriculum and teaching methods. He emphasized the importance of integrating religious knowledge with secular subjects, and called for a holistic approach to education that addresses the physical, intellectual, emotional, and spiritual dimensions of human development. Overall, Qutb's view of education is deeply rooted in his Islamic faith, and emphasizes the role of education in shaping individuals who are both knowledgeable and morally upright, and who are committed to making a positive contribution to society.
EDUCATION BY AL-GHAZALI
Al-Ghazali was a prominent Muslim scholar and philosopher who lived in the 11th century. He wrote extensively on a wide range of topics, including education. According to Al-Ghazali, education is the process of acquiring knowledge and wisdom, which enables an individual to understand the true nature of things and to develop a deeper appreciation of the world. He believed that education was essential for both spiritual and worldly success, and that it should be pursued with sincerity and dedication.
Al-Ghazali stressed the importance of developing a strong moral character as an essential aspect of education. He believed that education should not only focus on intellectual development, but also on developing virtues such as honesty, integrity, and compassion. In Al-Ghazali's view, education should be a lifelong pursuit, and individuals should continue to seek knowledge and wisdom throughout their lives. He believed that true education goes beyond mere memorization of facts and figures, and instead involves a deep understanding and appreciation of the world and its mysteries.
SUMMARY
FALSAFAH PENDIDIKAN KEBANGSAAN
WHICH OF THE FOLLOWING IS AN OUTCOME?
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HOW TO ACHIEVE ALL THESE OUTCOMES?
WHAT SHOULD BE THERE IN OBE FRAMEWORK?
WE WILL DISCUSS IN MORE DETAILS IN THE PART 1
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